PME 810 | Mindomo Buruko Mapa

Honelako gehiago

Pedagogic Discourse and Curriculum Macrogenres

Yancy Echeverria Sala‑k egina

The Overview of Curriculum and the Approaches and Methods in Language Teaching related to approach, procedure, and design

Emily Heredia‑k egina

Legal framework

Lluch Quilis Lluch Quilis‑k egina

The contrast of the Tyler and Dewey’s ideas

Amy Garcia‑k egina

MODULE 3 Looking closer at curriculum designs in relation to planning, instruction and assessment.

References

Vallance. (1986). A second look at conflicting conceptions of the curriculum. Theory into Practice, 25(1), 24-30

Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 52-54, 55-61, 81-85,103-106). Upper Saddle River, NJ: Pearson.

Samuelsson, I. P., Sheridan, S., & Williams, P. (2006). Five preschool curricula—comparative perspective. International Journal of Early Childhood, 38(1), 11.

Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues (6th ed.). Boston, MA: Pearson. Read Chapter 6, pp. 149-173.

Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74, 102-109.

Eisner, E., & Vallance, E. (Eds.). (1974). Five conceptions of the curriculum: Their roots and implications for curriculum planning.In E. Eisner & E. Vallance (Eds.), Conflicting conceptions of curriculum (pp. 1-18). Berkeley, CA: McCutchan Publishing

Philosophy determines the decisions and choices we make as curriculum designers. Our philosophy evolves and is shaped through our experiences, reflection, critical thinking and a growth mindset.

Social Rconstructionism

individual Growth

Agent of change

Social Needs/Change

Academic Rationalism

Cultural Transmission

Disciplines

Classic/Traditional

Technological Conception

Efficiencies and concisee

The How of Teaching

Cognitive-Process

How We Learn

Intellectual Skills Development

Concepts of Curriculum

Philosophical Foundations

Essentialism: Idealism, Realism

Explicit Teaching

Focus on essential skills

Back to Basics

Perennialism: Realism

Mastery of facts

Traditional Values

Classical subjects

Reconstructionism: Pragmaticism

Current and Future trends in education

Teacher = Project Director

Social Sciences

Progressivism: Pragmatism

Student Interest

Problem solving

Humanistic

Education Curriculum

Shaddow Curriculum

Null Curriculum

Hidden Curriculum

Operational Curriculum

Content Organization

Integration

Relationships to values

Relationships to skills

Relationships to concepts

Scope

Intellectual processes

Important concepts

Important Ideas

What is required

Continuity & Sequence

Depth

Recurrence & repetition

Multiple experiences

Sources of Curriculum

Learner as a Source

Learner Source of Curriculum

Brain Mapping Science

Develop Values

Create Interest

Form Attitudes

Construct Knowledge

Science

Metacognition

Problem Solving

Scientific Method

Psychology

Constructing and Deconstructing Knowledge

Learning Process

How Minds Create Knowledge and learn

Eternal Truth

Religious beliefs

Looks to the Past/Lasting Truths

Society

Political

Draws from Current and Future Social Situations

Agent of Society

knowledge

Subtopic

Prized and Valued

Plato

A Dicipline

Extend Boundaries

methods

with structure

Classroom Teachers

Classroom teacher's should be involved in the development and design of curriculums. Teacher involvement in the process development of curriculum is essential in aligning content with student needs. No curriculum will be perfect but to be effective, it must be validated by classroom teachers. Curriculum design and development should be on ongoing process meeting student needs and therefor fostering student learning.

Student Needs Exceptional Learners

All philosophical groups' goals is to ensure student learning. Careful consideration to philosophies and curriculum design is especially important when designing individual curriculums for exceptional learners